Abstract

Video analysis of classroom practice as a tool in teacher professional learning has become ever more widely used, with hundreds of articles published on the topic over the past decade. When designing effective professional development for teachers using video, facilitators turn to the literature to identify promising approaches. This article offers a comprehensive, systematic review of the international literature on video viewing in teacher education and professional development. Over 100 articles published in a five-year period between 2012-2016 were collected and findings examined as data in regards to the contexts for the use of video in teacher learning, the type and focus of the video observation, and teachers' and facilitators’ activities as they view classroom video.

Deaton, C. (2012). Examining the use of a reflection framework to guide teachers’ video analysis of their science teaching practice. European Journal of Science Education, 16(2), 1-21.

Durand, J., Hopf, M., & Nunnenmacher, S. (2016). Potentials and challenges of video-based self-reflection for the professionalisation of early childhood education and care professionals. Early Child Development and Care, 186(1), 23-41.